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The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

The purpose of this report is to examine issues associated with studying teaching of literature in reference to a study of high school students' responses to multicultural literature. The purpose of this study was to determine how students' discourses of race, class, and gender influences their responses to multicultural literature as well as how students adopted alternative discourses through coping with the tensions portrayed in multicultural literature. The participants in this study consisted of 14 high school students--eight females and six males of whom nine were white; three, Asian-American; one, Hispanic, and one, a student of African descent, enrolled in a multicultural literature class taught by one of the researchers/authors, Daryl Parks, in Fall, 2001, in Thompson High School, a diverse, urban high school of 1,600 students in a "working class" section of a large, Midwestern city with a student body of 42 percent White, 30 percent Asian, 17 percent African, 10 percent Hispanic and one percent Native American. Students' journal and discussion responses to a range of different multicultural literature texts as well as interviews about their perceptions of themselves and the course were analyzed using critical discourse analysis based on coding of the different types of discourses adopted by participants. Results indicated that students' responses were influenced by three different factors: the teacher's modeling of alternative ways of thinking about texts by adopting alternative perspectives; responses to texts in which students experienced characters challenging status-quo discourses and institutional forces; and context, in which student challenges to each others' discourses led students to revise their discourses. In experiencing characters interrogating ideological forces limiting their development, students began to examine forces in their own lives limiting their own development. Students who shifted in their discourses over alternative perspective on themselves and their worlds. These results suggests the need in conducting research on teaching literature to examine the influence of all three factors--teacher modeling, texts, and contexts on shifts in students' thinking about literature.

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

The common thread that runs through the activities in a literacy course for undergraduate preservice teachers is text. One such activity is a literacy autobiography in which students focus on themselves as learners and teachers. Students are treated as professionals and make their own decisions about how they want to present themselves to their colleagues and their friends in the professional community. Among the students interest is broad and intense. Once completed, the literacy autobiographies are read aloud in small groups, discussed, and written about in students' journals. The commonalities and differences cultivate a discussion of readers and writers and how they got that way. Two other activities are professional development groups and "kidwatching." Each group of students reads one of the supplementary texts for the course and develops a presentation of the text for the whole class. To understand kidwatching, the students start by watching each other. A few students come to the center of the classroom and think and talk out loud as they prepare egg foo young using a wok--an elaborate and complex text that the instructor and students struggle to explain to each other. Texts such as these can be viewed as concentric rings which have spaces in them that allow the flow and overflow of learning to occur. (A figure illustrating concentric rings of texts is included; five references, the four required texts for the course, and the 11 supplemental texts for the course are attached.) (RS)

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)

Join Dr. Tim Rumsey in this daily seven minute Bible study based on the current Seventh-day Adventist Adult Sabbath School Bible Study Guide. Each daily podcast explores the day's topic from a Biblically faithful standpoint, with insights added from the Spirit of Prophecy.

Join Dr. Tim Rumsey in this daily seven minute Bible study based on the current Seventh-day Adventist Adult Sabbath School Bible Study Guide. Each daily podcast explores the day's topic from a Biblically faithful standpoint, with insights added from the Spirit of Prophecy.

Join Dr. Tim Rumsey in this daily seven minute Bible study based on the current Seventh-day Adventist Adult Sabbath School Bible Study Guide. Each daily podcast explores the day's topic from a Biblically faithful standpoint, with insights added from the Spirit of Prophecy.

Join Dr. Tim Rumsey in this daily seven minute Bible study based on the current Seventh-day Adventist Adult Sabbath School Bible Study Guide. Each daily podcast explores the day's topic from a Biblically faithful standpoint, with insights added from the Spirit of Prophecy.

A study investigated the nature of a sixth-grade community of readers from the emic perspective (participants' point of view). A qualitative interpretive case study was conducted in one sixth-grade language arts classroom with the researcher acting as participant-observer. Data in the form of fieldnotes, interviews, and written samples of children's work were collected and analyzed using the constant comparative method. Results indicated that in this setting children define themselves as readers in four emic categories: they define and delineate among texts uniquely; and they interact and respond to texts and other readers at home and in four socially constructed school contexts: "silent" reading, book selection, writing, and aesthetic activity. An emerging grounded theory of the nature of this community of readers was formulated: (1) children's perceptions of themselves as readers and their preferences for and definitions of texts were influenced by interactions with books and peers in home and school contexts; (2) children interacted with books and peers, socially constructing contexts for responding to books; and (3) children formed a community within which they interacted in the contexts they created--children's interactions shaped the community, influenced perceptions/concepts of themselves as readers, the construction of text meanings, and the nature of their responses to books. (Contains 64 references, 5 tables of data, and a figure representing the community of readers.) (Author/RS)

A study investigated the nature of a sixth-grade community of readers from the emic perspective (participants' point of view). A qualitative interpretive case study was conducted in one sixth-grade language arts classroom with the researcher acting as participant-observer. Data in the form of fieldnotes, interviews, and written samples of children's work were collected and analyzed using the constant comparative method. Results indicated that in this setting children define themselves as readers in four emic categories: they define and delineate among texts uniquely; and they interact and respond to texts and other readers at home and in four socially constructed school contexts: "silent" reading, book selection, writing, and aesthetic activity. An emerging grounded theory of the nature of this community of readers was formulated: (1) children's perceptions of themselves as readers and their preferences for and definitions of texts were influenced by interactions with books and peers in home and school contexts; (2) children interacted with books and peers, socially constructing contexts for responding to books; and (3) children formed a community within which they interacted in the contexts they created--children's interactions shaped the community, influenced perceptions/concepts of themselves as readers, the construction of text meanings, and the nature of their responses to books. (Contains 64 references, 5 tables of data, and a figure representing the community of readers.) (Author/RS)

A study investigated the nature of a sixth-grade community of readers from the emic perspective (participants' point of view). A qualitative interpretive case study was conducted in one sixth-grade language arts classroom with the researcher acting as participant-observer. Data in the form of fieldnotes, interviews, and written samples of children's work were collected and analyzed using the constant comparative method. Results indicated that in this setting children define themselves as readers in four emic categories: they define and delineate among texts uniquely; and they interact and respond to texts and other readers at home and in four socially constructed school contexts: "silent" reading, book selection, writing, and aesthetic activity. An emerging grounded theory of the nature of this community of readers was formulated: (1) children's perceptions of themselves as readers and their preferences for and definitions of texts were influenced by interactions with books and peers in home and school contexts; (2) children interacted with books and peers, socially constructing contexts for responding to books; and (3) children formed a community within which they interacted in the contexts they created--children's interactions shaped the community, influenced perceptions/concepts of themselves as readers, the construction of text meanings, and the nature of their responses to books. (Contains 64 references, 5 tables of data, and a figure representing the community of readers.) (Author/RS)

A study investigated the nature of a sixth-grade community of readers from the emic perspective (participants' point of view). A qualitative interpretive case study was conducted in one sixth-grade language arts classroom with the researcher acting as participant-observer. Data in the form of fieldnotes, interviews, and written samples of children's work were collected and analyzed using the constant comparative method. Results indicated that in this setting children define themselves as readers in four emic categories: they define and delineate among texts uniquely; and they interact and respond to texts and other readers at home and in four socially constructed school contexts: "silent" reading, book selection, writing, and aesthetic activity. An emerging grounded theory of the nature of this community of readers was formulated: (1) children's perceptions of themselves as readers and their preferences for and definitions of texts were influenced by interactions with books and peers in home and school contexts; (2) children interacted with books and peers, socially constructing contexts for responding to books; and (3) children formed a community within which they interacted in the contexts they created--children's interactions shaped the community, influenced perceptions/concepts of themselves as readers, the construction of text meanings, and the nature of their responses to books. (Contains 64 references, 5 tables of data, and a figure representing the community of readers.) (Author/RS)

A study investigated the nature of a sixth-grade community of readers from the emic perspective (participants' point of view). A qualitative interpretive case study was conducted in one sixth-grade language arts classroom with the researcher acting as participant-observer. Data in the form of fieldnotes, interviews, and written samples of children's work were collected and analyzed using the constant comparative method. Results indicated that in this setting children define themselves as readers in four emic categories: they define and delineate among texts uniquely; and they interact and respond to texts and other readers at home and in four socially constructed school contexts: "silent" reading, book selection, writing, and aesthetic activity. An emerging grounded theory of the nature of this community of readers was formulated: (1) children's perceptions of themselves as readers and their preferences for and definitions of texts were influenced by interactions with books and peers in home and school contexts; (2) children interacted with books and peers, socially constructing contexts for responding to books; and (3) children formed a community within which they interacted in the contexts they created--children's interactions shaped the community, influenced perceptions/concepts of themselves as readers, the construction of text meanings, and the nature of their responses to books. (Contains 64 references, 5 tables of data, and a figure representing the community of readers.) (Author/RS)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

An undergraduate course in rhetorical criticism at Wilkes University incorporated a major component on the rhetoric of the American Woman's Suffrage Movement. Considerable time was devoted to critiquing "traditional" approaches to rhetorical criticism from a feminist perspective and to questioning the appropriateness of various methodologies for conducting criticism of the rhetoric of diverse groups. The relationship between rhetorical texts and historical contexts was a sustained theme throughout the course. Five major critical methodologies, including situational, argument, neo-Aristotelian, genre, and dramatistic perspectives were used to explore the rhetoric of women's suffrage. Additionally, students gained insight into historical context by conducting textual analyses. Emphasis was placed on locating and reading original texts and doing close textual analyses as a means of comprehending historical periods. (Sixteen references and three appendixes containing the course syllabus and in-class writing assignments are attached.) (KEH)

Includes bibliographical references and index

Includes bibliographical references and index

Bibliography: p. 289-303

Texts and commentary in German

Texts and commentary in German

Texts and commentary in German

Texts and commentary in German

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

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